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Structure
3.0 Introduction
3.1 Learning Objectives.
3.2 Methodology of Teaching
3.3 Expository Approaches or Transmission Approach
3.3.1 Statement of Rule
3.3.2 Clarification/Explanation of Rule
3.3.3 Justification of The Rule
3.3.4 Application of The Rule
3.3.5 Advantages
3.3.6 Limitations
3.4 Discovery Approaches- Advantages, Limitations
3.4.1 Clarification of the Rule
3.4.2 Justification of the Rule
3.4.3 Statement of the Rule
3.4.4 Application of the Rule
3.4.5 Advantages
3.4.6 Limitations
3.5 Inquiry Approaches or Process Skills
3.5.1 Clarification of the Rule
3.5.2 Justification of the Rule
3.5.3 Statement of the Rule
3.5.4 Application of the Rule
3.5.5 Advantages
3.5.6 Limitations
3.6 Let Us Sum Up
3.7 Suggested Readings and References
3.8 Unit-End Exercises
3.0 INTRODUCTION
A set of human behaviours is infinite. Similarly a set of teaching behaviors which is a Notes
subset of human behaviours is also infinite one. For every element belonging to the first
set, there exists a corresponding element in another set. In short, these two sets are
equivalent. Then question arises, what is the distinguishing characteristic between these
two sets of behaviour? The distinguishing characteristic is the difference between their
intentions. Teaching behaviour is intentional; its basic intention is: Somebody learns
something. (P learns X)
The intentions can be simple as knowing the name of an object and as complex as
development of the character of students. The complexity of the teaching varies directly
according to the complexity of its intentions. This complexity is greatly increased when
the teacher interacts with different types of the students in different classroom settings
and that too under numerous constraints of time, resources etc. Many experts have
tried to define teaching but there is no agreement on the definition of teaching. But
generally they agreed upon the following definition as:
“Teaching is an interactive process between the teacher and the students in classroom
situation with predetermined objective to be achieved, and its effects can be measured
in terms of both immediate and intermediate product variables.”
On the basis of studies on research on teaching, there exist three distinct different
mathematical equations which can describe teaching. These are as follows:
Table 3.1 Teaching as a Mathematical relationship
Sr.No. Author Relationship Teacher’s role Students role
1 ????? X—Y Authoritarian Passive
2 Henderson X—Y—Z Moderator Less passive, more
(1969) active
3 Jones & In W, Facilitator Totally active
Bhalwankar X—Y—Z
(1986)
X- Teacher, Y- Subject, Z- Students, W- Learning Environment.
Out of these three equations, the first equation is dominating the classrooms as on
today also. In order to use other two equations it is necessary to use different method
of teaching by the teachers. After studying this unit you will be able to evolve your own
style of teaching by blending all the method appropriately while teaching in the classroom.
This is necessary to keep the quality of teaching and schooling very high.
From the table it is very clear that all the three approaches are not mutually exclusive
but related to each other. All the three approaches differ with respect to cues, structured
ness, and the involvement of the teacher and the student in teaching learning process.
In expository approach all the cues provided by teacher while teaching, the deductive
thinking where in abstract content is differentiated by the teacher giving appropriate
examples to the students. Teaching Learning process is totally controlled by the teacher.
In Discovery Approach some cues in the form of a learning material is presented by
the teacher to the students and using Inductive thinking, the students are expected to
discover the concept or the generalization/rule. Therefore the teaching learning process
is partially controlled by the teacher and students also involved to a great extent. In
Inquiry approach the students are given a problem or a discrepant event. The students
will ask the teacher questions to collect the data and they through interaction find out
a satisfactory solution to a given problem or explanation to the given discrepant event.
In this approach the teaching learning process is totally controlled by the students.
As a teacher, one has to teach facts, concepts and rules/generalizations across all the
subject matter and all levels of education. Henderson (1963) has systematically analyzed
thousands of audiotapes of classroom teaching of mathematics teachers. He has
identified the four general teaching moves, which are required to teach any rule. These
are given below:
Statement of rule (SR): A statement of rule under study may be made either
(Assertion move) by the students or the teacher
Clarification of the rule (CR): Through the use of examples, demonstrations,
evidence of proof, discussions of sub rule.
Justification of the rule (JR): This move identifies the veracity of that which is under
study, cross-proofs, opinions of experts etc.
Application of the rule (AR): In order to insure that the students are able to take
learned rules into other settings, there must be some
form of practice
Different methods can be generated by making use of one or more moves referred
above and changing the sequence of these moves. In short all the three methods are
Notes not mutually exclusive but are related to each other. Therefore, it is highly essential for
every teacher need be conversant with these moves so that depending on subject
matter, availability of resources, time, etc. he/she can select and execute appropriate
method(s) while teaching in the classroom
In short, the concept of method can be stated in terms of a Mathematical equation as
Method of Teaching = Content + Processing of Content
How the content can be processed in the classroom by teacher is explained in
subsequent sections. Effectiveness of teaching largely depends on the method used by
the teacher in the classroom. Effectiveness of teaching is just like a Mathematical ray
which has a starting point but no end point at all.
the rule by different methods, asking the students to perform the experiment and reporting
of the observations. In this example, the teacher can justify by changing the sequence
Notes of the mixing the liquids. If liquid A is miscible with B then B is miscible with A.
3.3.5 Advantages
This is mostly preferred method/approach by the teacher all over the world. This
method has definite advantages over two other approaches. These are given below.
● Effective in communicating new knowledge in short period of time. The teachers
always complain shortage of time to complete the syllabus. If this method is
judiciously used the teacher can ‘Cover’ the syllabus.
● Gestaltic view of the subject is presented to the students resulting into meaningful
verbal learning.
● Effective for knowledge and comprehension objectives. There is no conclusive
proof.
● Suitable for all types of subject matter and high levels of education. Hence it is
still used to large extent at all levels.
3.3.6 Limitations
Although this is widely used approach/method, it suffers from the following limitations.
● Students are passive to a large extent. All the cues provided by the teacher.
● Rote memorization is encouraged.
● Not effective for higher level of objectives especially analysis, evaluation and
creativity.
ACTIVITY -1
You know there are three types of substances- Acidic, Basic, and Neutral.
Select any rule and draft a plan to teach that rule by Expository Method as
explained in the preceding section.
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Example-Rule. The teacher starts with the examples of the rule and then the students
generate rule on the basis of similarities and difference between different examples
Notes presented to them by the teacher. In this section Guided Discovery Method is explained
in detail.
Since the moves used in the discovery approach are the same as those used in the
expository approach, the distinguishing factor between the two is the position of the
assertion move or statement of rule move. Hence guided discovery method can be
defined as a sequence of moves in which the assertion move, if at all appears, appears
late in the sequence. The typical sequence is as under:
CR—JR—SR—AR
Let us study this method by taking the same unit of Miscibility and Immiscibility of
liquids. In this method the teacher does not state the rule in the beginning but starts
with the examples of the rule as follows-
3.4.5 Advantages
Since the students are involved in the teaching-learning process this method has certain
advantages which are given below.
a) Process of teaching is more important than product of teaching. This creates
interest among the students with respect o the subject of study. All the time the
students may not be able to generate rule and put it in verbal form. In the beginning
of discovery lesson the teacher should help in developing rule. As students exposed
to such lessons they will learn to generate rules very easily.
b) Ability to analyze, organize knowledge in attacking problems is developed because
students are actively involved in all the learning experiences created by the teacher.
Notes d) There is always constant interaction between content, teacher and the students.
This results into development of information processing abilities of the students.
3.4.6 Limitations
Although the teacher is moderately monitoring the teaching learning process, if it is not
properly handled then it may lead to the following limitations.
a) Time consuming; students may not progress beyond basic notions in any discipline.
b) Frustration may be there with low ability students because they may not discover
any relationship.
c) A lot of efforts should be put in by the students and the teacher. The school
should have enough resources to be provided to the students.
d) All teachers may not be comfortable with this method.
e) Costly method in terms of time and other resources.
It is generally found that teaching by discovery is more effective for achieving higher
level objectives, and retention of the content taught by Guided Discovery Method
than that of Expository Method.
ACTIVITY -2
The rule that is selected in the preceding section. Plan the teaching episode
by guided discovery method. Use the space given below to write your plan.
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this method teacher presents the students a problem/discrepant event to solve. Then
the students ask questions to the teacher and collect the data. Then the students test
the different hypotheses and finally find the satisfactory explanation to the discrepant Notes
event.
The typical sequence is as under:
CR—JR—SR—AR.
Although the sequence of Discovery and Inquiry is the same, the students ask questions
to the teacher to collect the data related to a discrepant event presented by the teacher
in the initial stages of the teaching episode. The following method is based on Inquiry
Training Model proposed by Joyce and Well (1985). The ground rules for asking
questions are as follows-
● Questions should be phrased so as to answer by ‘yes’ or ‘no’.
● Once called upon student can ask as many questions as he may wishes.
● The teacher does not answer ‘yes’ or ‘no’ of theory verifying questions.
● Any student can test any theory at any time. Any time if the students feel to
confer, they can do it.
● Inquirers are allowed to work with experimental kits.
Inquiry training has following phases.
i. Encounter with the problem.
ii. Data Gathering- verification.
iii. Data gathering—Experimentation.
iv. Hypothesizing.
v. Testing of hypothesis /Formulation of an explanation.
vi. Analysis of the inquiry process.
Discrepant Event / Problem for inquiry-
The first step in Inquiry Training model is the teacher demonstrates the experiment to
all the students.
The teacher takes 20 cc of one liquid in one of the test tube and it was mixed in 20 cc
of another liquid.
The teacher measures the volume of the resultant mixture of two liquids which is less
than 40 cc.
The teacher asks the questions to the students.-Why the volume of the mixture did is
less than 40 cc?
Notes
Table 4.4 Showing types of questions can be asked during inquiry training model.
Types of data Type of questions Verification Experimental Synthesis Necessity
Objects
Properties
Events
Conditions
The students can questions to verify objects, events, properties and conditions with
respect to verification, experiments and necessity. In all there are sixteen types of
questions that can be asked with respect to any discrepant event or problem. It is
generally observed that in the first encounter with this approach the students may not
be able to ask 16 types of questions mentioned in the table. But once the students are
exposed to this approach/method they ask different types of questions. A sample of
16 types of questions is given in the next section.
Verifying conditions.
Does this reduction of volume happen at room temperature? Yes Notes
Does it happen when glass test tubes are taken? No
Was there any liquid left in any one of the test tube? No
Once the students are familiar with this method they start asking experimental questions
with respect to the problem/discrepant event.
Experimental Questions- Objects.
If we change from glass test tube to metal tubes, does Yes
volume get reduced?
If we add colour to both the liquids, do we get same result? Yes
Experimental Questions- events
If we take 40cc of both the liquids, do we get volume less than 80cc? Yes.
If we change the experimenter do we get the same result? Yes
Experimental questions- properties
If we take 40 degrees Celsius temperature of both Yes
the liquids, do we get same result?
If one of the liquid is not mixable, then do we get the same result? No
Experimental questions- conditions
If we mix second liquid to first liquid, do we get same result? Yes
If we perform the experiment in the open air, Yes
do we get the same result?
Synthesis –objects
Does this phenomenon happen with water and alcohol? Yes
At this point the students discover that 20 cc of water When mixed
with 22 cc of alcohol, the resulting volume is less than 40 cc. But
inquiry goes beyond discovery. Why the volume is decreased is
further explored by the students through questioning.
Does this phenomenon depend on type of test tubes, experimenter? No
Synthesis Questions - Events
Does the reduction in volume due to miscibility of two liquids? Yes.
3.5.5 Advantages
This is most effective method from the students’ point of view. They control the teaching
learning process all the time. The advantages of this method are as under.
a) Thought provoking method. Divergent type of thinking is encouraged and nurtured.
This is reflected in different types of questions that are asked by the students
during data gathering phase.
b) Development of the inquiry processes of the students. The process consists of
collection of the data, formation of hypotheses, testing of hypotheses and ultimately
formulation of satisfactory explanation of discrepant event/problem.
c) Learning becomes challenging and joyful.
d) Students become independent learners. Develops scientific outlook.
e) Students realize the tentative nature of the knowledge. A particular theory may be
modified subsequently leading to more satisfactory explanation.
Notes
f) Cause and effect relationship is established. This is required for development of
theory from that area of specialization.
3.5.6 Limitations
This method is quite modern in comparison with earlier methods. It has the following
limitations.
a) Time consuming. When the students are exposed to this method first time they
are not able to ask precise questions. This result in to delay in finding out solution
to the given problem.
b) All the units cannot be taught by this method. It can be applied to the situation
where cause and effect relationship is to be established
c) The students may get frustrated if there is no satisfactory explanation is reached.
ACTIVITY -3
APPENDIX
In the section 4.5 Inquiry Training Model has been explained briefly. Some of the
examples of the discrepant events are given below. You as a teacher can yourself find
out the discrepancy.
i) Materials. - Rubber band, weights. Suspend the weight by the rubber band. Put
the lighted match near the rubber band. The weight will rise. Why the weight rises
when rubber band is heated?
ii) Materials- Matches, piece of cotton cloth, rubbing alcohol, and water. Soak the
cloth in a mixture of 2 parts of alcohol and 1 part of water. When lit the alcohol
will flame up and burn, but the cloth will not be consumed Why the cloth is not
burnt although dipped into alcohol?
iii) An explorer walks one mile south, then walks 1 mile east, then turns and walks
one mile due north. He finds himself back where he started. Why the explorer
reached to the same point where he started?
iv) Carbon dioxide raw hide why decide tightly boxed Hold the glass rod over these
words. Look through the glass rod. What do you observe? Why some words
look exactly the same whereas some words differently?
v) Materials — Raw egg, large jar, vinegar. Place an egg in the jar full of vinegar and
let the egg stand over night. The egg will rise to the surface, sink to the bottom
Notes and perhaps rise again. By morning the egg will be enlarged and have a soft shell.
Why the egg is enlarged and become soft?
One day he started teaching unit by showing two test tubes half filled with two liquids.
He asked the students about the colour of the two liquids which were colourless. Then
he poured both the liquids in a beaker. The students were surprised to see the colour
after mixing as beautiful ‘PINK’ colour. Then he threw the liquid on the students who
were sitting just near to the teacher’s table. Then the students started shouting saying
that sir what are you doing? Is it holi?. There was dissonance in the class.
Today we will study why was there pink colour after mixing two liquids? And Why
was colour faded away?
You can ask me as you can but I will answer by Yes or No. The students were
exposed to Inquiry Training Model by the teacher. The students could arrive at
explanation of the discrepant event.
Carefully study this learning scenario and complete the assignment with the help of
following activities.
1. Prepare a plan based on four moves as SR, CR, JR and AR.
2. Implement the prepared plan in your classroom.
3. Audio record the lesson.
4. Transcript the lesson.
5. List down the different types questions asked by the student.
6. Prepare a report of your teaching-learning process.
7. Your suggestions to improve teaching.